Styles of Teaching and Modes of Delivery

"Digital technologies are seen to provide a range of pedagogical support inside the classroom. For instance classroom-based technologies such as the interactive whiteboard are now widely felt to provide teachers with opportunities to alter their styles of teaching and modes of delivery.

It is argued, for example, that digital technologies allow a teacher to switch from individualized, communal and communicative forms of pedagogy. This allows the teacher to move from being an organiser of learning activities to being a shaper of quality learning experiences. In this sense, most educational technologists are careful to emphasize the continuation of the role of the teacher at the centre of the digitally enhanced pedagogical process.

As David Guile argues, most technologically enhanced gains in learning and achievement 'occur primarily because teachers have designed new contexts as well as new learning processes to support learning with [digital technology]' (cited in Reynolds et al. 2003, p.152). In this sense, the teacher is seen to be assisted and empowered by digital technologies."

- Neil Selwyn (Education and Technology - Key issues and debates, 2011, Continuum books, London. Chap.6, p.119)

Notes:
The case has clearly been made by several educators against the omnipotence of digital technology on its own to magically equalize the social conditions that have always resulted in a gap in opportunities and access to education. But at the same time, the case has also been made that the 'facilitator' role of the teacher cannot stay the same as we launch into the era of social media technologies and active, creative and self-directed learning in the 21st century.

Any change that occurs in education must always be a social or cultural one rather than a technological one.

Therefore the changes that will occur in classrooms that will eventually lead to widespread adoption of digital technologies and possible improvements in learning and access to education will be led by changing methods and strategies by teachers.
Simply circulating technology and legislating usage (on the part of institutional governance) will not lead to change or adoption (on the part of teachers and/or learners). Change will only come from the adoption of a new style of teaching (a new approach to teaching) and then digital technologies will provide the corresponding new modes of delivery.

The positive effects of digital technologies on education may not be known until the role of the teacher changes from facilitator to guide, from instructor to knowledge assistant - from Teacher to Learning Mentor.

Therefore what we need now are:
1.) New models of the DESIGN of education and learning outcomes
2.) New models of the DELIVERY of education, including:
     - classroom learning delivery models 9teacher physically present); and
     - non-classroom learning delivery models (teacher NOT physically present)

References:
Jackie Gerstein, Ed.D: User Generated Education